Data infrastructuring in schools: New forms of professional edu-data expertise and agency

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Lyndsay Grant
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Abstract

The digitalisation and datafication of education has raised profound questions about the changing role of teachers’ educational expertise and agency, as automated processes, data-driven analytics and accountability regimes produce new forms of knowledge and governance. Increasingly, research is paying greater attention to the significant role of digital intermediaries, ‘in-between’ edtech or State authorities and the classroom itself, in educational transformations. School data infrastructures, understood as comprising diverse sociomaterial elements including teachers, data, software, standards and pedagogical practices, is one such intermediary through which teacher expertise and agency is reconfigured. In this paper, I focus on teachers’ involvement in processes of data infrastructuring in which people, platforms, systems and tools come together to create, enable and maintain data flows. Drawing on a sociomaterial ethnography of a secondary school in England, I analyse the work of a school data office in the behind-the-scenes work of data infrastructuring. The findings detail the significant labour and expertise involved in data infrastructuring, the dynamic, expanding and bespoke nature of the school data infrastructures that emerged, and processes of decontextualising and recontextualising numbers. The paper argues that the work of data infrastructuring undertaken by and through the school data office was an intermediary process which worked to both de-professionalise and re-professionalise teachers in new ways. In the process, this created new kinds of educational data experts and expertise, who gained significant influence and power within and beyond the school, both challenging and reinforcing existing organisational and governing power flows.
学校的数据基础结构:专业教育数据知识和机构的新形式
教育的数字化和数据化对教师的教育专业技能和代理作用的变化提出了深刻的质疑,因为自动化流程、数据驱动的分析和问责制度产生了新形式的知识和管理。越来越多的研究更加关注数字中介在教育变革中的重要作用,它们 "介于 "教育技术或国家当局与课堂本身之间。学校数据基础设施被理解为由教师、数据、软件、标准和教学实践等各种社会物质要素组成,是这样一种中介,通过它,教师的专业知识和能动性得以重新配置。在本文中,我将重点关注教师参与数据基础设施建设的过程,在这一过程中,人、 平台、系统和工具共同创建、启用和维护数据流。通过对英格兰一所中学的社会物质人种学研究,我分析了学校数据办公室在数据基础设施建设幕后的工作。研究结果详述了数据基础设施建设中涉及的大量劳动和专业知识,学校数据基础设施的动态、扩展和定制性质,以及数字的去语境化和再语境化过程。本文认为,由学校数据办公室开展并通过其开展的数据基础结构工作是一个中介过 程,它以新的方式使教师去专业化和再专业化。在这一过程中,产生了新型的教育数据专家和专业知识,他们在学校内外获得了巨大的影响力和权力,既挑战又加强了现有的组织和管理权力流。
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来源期刊
Research in Education
Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
7.70%
发文量
9
期刊介绍: Research in Education has an established focus on the sociology and psychology of education and gives increased emphasis to current practical issues of direct interest to those in the teaching profession.
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